How Teachers' Experience Resilience to Burnout from the Perspective of Value-Based Belief

Building upon previous burnout research, this qualitative interpretative phenomenological study investigated the experience of resilience to burnout via the perspective of value-based beliefs (i.e., worldview, religious and spiritual beliefs, sociocultural views) with four professional grade school teachers, who had not experienced burnout and currently teach full time or were retired within the last five years from a major school in the Edmonton, Canada area that include French Canadian, First Nations, and other ethnic groups. An interview was conducted via Skype to explore why some individuals remain resilient to burnout under high stress conditions; six semi-structured questions were used to explore three sub-research questions: (1) What are the teachers' experiences of burnout? (2) What are the teachers' value-based beliefs for worldview, religious and spiritual beliefs, and sociocultural beliefs in their perception of the locus of control? (3) In what ways do the teachers' perceptions of their readiness to handle high stress contribute to their resilience against burnout? Data analysis followed the protocol for axial coding and clusters into descriptive themes. Five superordinate themes emerged from sub-question 1 (i.e., emotional consequences and physical symptoms; social disconnection; high job demands; lack of learning and engagement; and lack of life balance). Four superordinate emerged from sub-question 2 (i.e., choice of engagement; commitment to learning; effort to include others; and learning to appreciate). One superordinate emerged from sub-question 3 (i.e., sharing with others). It is recommended that future research take the unique findings from this research and expand upon them such as, the necessity of having the ability to maintain a sense of self and identity outside of the job. Also found was value in realities that viewed stress as temporary and acceptance that complete control was not realistic. Participants also stressed the value of lifelong learning. Their perspectives viewed their involvement with others as having a higher purpose beyond just receiving comfort. This study contributes to resilience theory by clarifying the role of value-based beliefs suggesting that they do have a pivotal role in the sense of locus of control in resilience to burnout.